Forbes magazine ran an article 6 May 2012 alluding to "creating innovators." Tony Wagner is an Education Fellow at Harvard, and author of The Global Achievement Gap. His research on identification of skills necessary for people to compete in the 21st century global workplace is outlined. More interesting is his web site, TonyWagner.com. I am not familiar with Dr. Wagner's work, though I apparently will need to find a copy of his book. He and I seem to be on the same page, at first blush.
If you are involved in Education, Homeschooling, even parenting, the "HomeschoolingMiddleEast" blog cannot be missed. I am humbled being followed by HSME, indebted by HSME's patronage, and after having whole pieces of a recent post used as fodder for a HSME post, I feel undeserving of the attention.
HSME raises so many valid points related to my comments I am compelled to clarify. To communicate my current sentiments about Education in the U.S. I'm going to borrow from Hindu mythology. Kurma the Turtle is the reptile upon which the world rests. In homage to Stephen Hawking, its "turtles all the way down," but the crux of my perspective remains unchanged regardless of the number or type of turtles.
Education is the U.S.'s Kurma, the turtle upon which all else rests. Our social fabric, the lens through which personal, local, state, and federal decisions are made, and the economic basis of our individual livelihoods are all founded upon Education. And, Experience; I can't omit experience. Together, Education and Experience are the elemental components of our economy. In lieu of experience, people attend colleges and universities to develop essential tools and earn BA/BS degrees which really indicate a unitary trait: how "trainable" a person is. I cannot express the importance of Education enough. But, I still haven't answered, "why?"
To show all of my cards, I am worried about the slipping position of U.S. Education vis-a-vis Japan, Germany, South Korea, Taiwan, and China, and India. 50 years ago, the U.S. was THE PLACE to be educated. For 5 decades, the U.S. enjoyed unparalleled success in being the go-to place to receive a college education. In fact, Thomas Friedman and Fareed Zakaria have both stated the U.S. Higher Education System is the most important U.S. industry, employing more people, responsible for more innovation, driving the evolving knowledge economy, and educating unprecedented numbers of international students. The U.S. has, and continues to, educate the world.
Over the last 12 years, give or take, politicians and well-meaning and purportedly educated adults have been diligently working to undermine K-12 education in the United States as well as weaken Higher Education across all 50 states. "No Child Left Behind" is only a single example of policy meant to hold adults accountable, yet in attempting to do so neglected to consider the downstream deleterious effects, the creative stifling and restraint imposed, and the fudging of standardized tests by teachers.
Next consider the statistics of incoming freshman students needing remedial courses prior to even enrolling in college. In 2010, the Fairbanks, AK Sun-Star reported "50% of incoming freshmen entering the UA system require at least one remedial course." In 2011, the Columbus, OH Business Journal wrote, "the share of students under 20 needing remedial help has grown to 39 percent from 36 percent in the past five years, while that same measure for older students has grown to 46 percent from 40 percent."
I have my own anecdotes. A rough napkin calculation performed one afternoon, I estimated around 2,500 students have passed through my courses. Most of the writing is horrible. No punctuation, no capitalization, little attempt at sentence structure, or developing a thought or argument. Writing assignments look like they were typed as a text message, all lower case, missing vowels. In my syllabus I state, "do not write to me as if I am your mee-maw, mee-mee, grannie, or whatever you call your grandmother." Doesn't matter, though; I still get poor writing. A friend of mine who has taught in Missouri schools attributes poor writing skills to the lack of writing evaluation in K-12. Journals are written without regards to grammar, spelling, punctuation, or organization.
When I was a parent, I attended Parent-Teacher Organization workshops. Every seminar or workshop I attended. I also was a parent-volunteer, coming in at my appointed time to read, or center work, or help in the lunch room. The elementary school had one of the highest parent volunteer participation rates in the state. I cannot find the data to support my next comment, but I would swear the participation rate was ~23%. Less than 1 in 4 parents volunteered at their kids school, and according to school officials, we were in the "high" range. I have no trouble believing them. Parents, painting with a broad brush, place a huge amount of faith in a few people. Parents in Japan, South Korea, China, India, Germany, you name the country and pretty much the parents in said country emphasize education more than U.S. parents. I would guess a child from Vietnam, Thailand, or Ghana would adore a U.S. education.
A new freshman I am familiar with graduated from a local high school with honors. She felt very good about her abilities, as she had been groomed throughout her K-12 academic career, told how "smart she is," and apparently never hearing much in the way of constructive criticism. After her first semester of university, she enrolled in the local community college. Her opinion of herself shattered, her high school education an elaborate collection of lies, and feelings of betrayal. How could I be the valedictorian of my high school class and almost fail-out of university? I was totally unprepared for the rigors of university writing, math, and biology.
Some people have taken the education of their children upon themselves. Many of these parents are doing amazing work with their children. Some of these children will be progeny, the new Creative Class of Innovators, of Critical Thinkers who will carry forward their parent's intellect and will be remarkable among their peers. I follow some of these parents on Twitter and read their accounts. Not only are these parents giving their children an education but they are also helping encourage a Global Child who will become a Global Adult who will see the world in new and brilliant ways. The wife of a friend of mine homeschools their five children. Recently, the entire family had the fortune to spend a few months in Spain. By the time of their return to the states, their eldest was almost conversational in Catalan and the family had toured and explored Spain, and indulged in Spain's cuisine. How great of an experience for a 14-yo boy?!
On the other hand, a friend of mine related her experience. When two homeschooled graduates enrolled in the local community college they met with little success. Their lack of success was not due to a deficit of knowledge, their issues revolved around the fact none of their professors were as "good as their mom."
Everything is an ecosystem. Its not the homework assignment which is solely important, not in-and-of itself. No, I submit the homework assignment is also a testament to patience, perseverance, of being able to work through a problem set, to build patience and intellectual endurance. We encourage these behaviors not merely because we want our children to do well in school, but also because these traits will help them be successful as adults. Being able to focus, be single-minded, patient, to assemble skills to problem-solve are traits to be used not just to get through our 5th Grade math homework, but as a future college student, or future chemist, the child will need many traits to be both happy and successful. While the surface appears simple, complexity lies in the composition.
I'm not especially angry about being a witness to the U.S. government's critical neglect of Education; I am dismayed, saddened, chagrined, stymied, and incredulous, and usually all of these simultaneously. I can completely appreciate homeschooling of children by smart educated parents, technologically savvy and with more than a mere wit Socratic exuberance themselves who see the world as a laboratory, and have a thirst for learning.
I see our economic foundation fracturing as politicians, policy-makers, and parents tilt at windmills, chasing the spectres of school prayer, standardized tests, same-sex marriage, spreading the myths of "you're unique and special" when the World cares not one iota. Yes, Mom and Dad cares, and grandparents, and a teacher or two; the World, in general, does not.
China is closing the Education Gap. India is closing the Education Gap. The U.S. imports willing international students and exports educated chemists, physicists, engineers, financiers, and computer programmers. The Knowledge Export closes the education gap abroad as the Educated in turn educate. As these societies become more educated, their industry and technology will compete with ours. By allowing ourselves to be distracted by Same-Sex Marriage, Oil, and terrorism the U.S. economic infrastructure is undermined by our belligerence towards education.
The lethargic adoption of educational, social, and economic reforms collude to stagnate our society, a stagnation perpetuated by backward-focused, parochial, calcified, entrenched and dogmatic conservatives who fear The New and The Different. Without renewed and energetic focus on Education, the U.S. will find itself fighting not simply for economic stability and growth but merely to remain relevant in the face of China, India, and Brazil.
Thanks, again, to HomeschoolingMiddleEast for inspired thoughts and comments, for commenting, for revealing the weakness in my writing, and in doing so, helping to strengthen my rhetoric. Yes, due to the diligence of parents like you, "saviours" will no doubt erupt from future generations.
PAX
Showing posts with label NCLB. Show all posts
Showing posts with label NCLB. Show all posts
Sunday, May 6, 2012
Wednesday, April 25, 2012
Educated People Damage Education
I grapple with the paradox of my post title daily. Think about those words. The Uneducated do not create or implement educational policy at any level. Degreed people do. "No Child Left Behind" was not developed by non-degreed folks, yet inarguably NCLB has been the worst "education reform" since President Reagan declared ketchup a vegetable.
When we argue about Educational Policy we are arguing with other supposed educated people about paths to follow which result in more educated adults. People with educations are then the problem, right? I do not mean to say "people with education degrees are the problem;" I mean people responsible for evaluating, analyzing, creating and implementing education policy are the problem.
The fact educated people are at the root of our educational problems bothers me greatly. Seriously. How can educated people, people with BA/BS degrees, perhaps Master's, or even Ph.D's, be responsible for damaging an educational system from which they are the product? The illogic of educated people damaging education baffles me.
Currently, Congress is debating continuation of low student loan interest rates [washpostlink]. Continuing low student loan interest rates should be a no-brainer and not worthy of debate. But, educated people argue with other educated people about the benefits and costs of student loans. Do these people remember their loans? Were they at all grateful for the loans? Do they understand the costs of college even at local community colleges and regional universities? Or, did opponents of student loans even have student loans? How did he/she pay for an education?
Watching C-Span, I am struck by the shear obtuseness of our Congresspeople. How soon they forget the benefits and experiences of their college life. Did he/she even pay attention? Did they really receive an education, or did he/she merely jump through the hoops of coursework and for their perseverance were awarded BA/BS degree? And, now, comfortable with their election - no, their 'elevation' to public office, are now confident in their role as a public policy leader.
In a recent Chronicle Review, a supplement to the Chronicle of Higher Education, dated March 2, 2012, professor Andrew Delbanco wrote "College At Risk." A wonderful, eloquent piece striking to the heart of the fate of Higher Education, as the Educated seek to push NCLB-type standardized testing into the hallowed halls of colleges and universities, potentially resulting in the newly graduated receiving less "learning."
How can the newly graduated be receiving less education?
Standardized testing is essentially a box. Faculty set "learning objectives" based on criteria determined either through in-house focus groups, or using a set of Federally-derived criteria. Then, faculty are obligated to teach to the criteria, assess students on their absorption of knowledge, and evaluate teaching modes and methods.
Nothing is wrong with evaluating teaching modes. Faculty should always be on the lookout for new, different, and interesting pedagogical tools. Teaching should be fun, interesting, enlightening, and focused on challenging students perceptions and tearing-down and building-up their knowledge.
Teaching-To-A-Test is nothing but teaching to a test. Assessments truly only test a student's ability to take an assessment. Standardized tests do not effectively evaluate a student's creativity, wisdom, or wit. Furthermore, the Real World rarely comes in standardized packages. People need to be able to synthesize a variety of data from which real world decisions are made. Teaching to a standardized test in no way can prepare a student for handling real world situations. Thus, a student can perform very well on standardized tests yet not be prepared for either college/university or life after high school/college/university. The words above are mine, my sentiments, but Dr. Delbanco pretty much says the same thing:
Dr. Delbanco makes many great points. I won't cover all here simply because I don't want to get myself in trouble with re-creating Chronicle of Higher Education material.
Dr. Delbanco states
Standardized test are major problems for a couple reasons. They do not adequately measure teaching or learning. Creativity fostering classes like art and music are eliminated. Another casualty from Standardized Testing is physical education. I remember a minimum of two recesses while in elementary school. I also had gym class. We learned games, tumbling, and general physical fitness. Many behavioral problems found in elementary have a simple solution - exercise. Yet, we have educated adults arguing against longer school days which would allow additional "soft" subjects and more exercise. Arts, music, and exercise have well-documented positive correlations with learning.
Why don't educated people recognize the damage they leave in their wake?
Dr. Delbanco may have an answer to my question.
Especially in the community college environment, with both kids straight from high school and adults back in school, Dr. Delbanco's statement is absolutely factual. Students often grouse about homework; even if reading a chapter of the course textbook is the only assignment, students complain the assignment is too much. Yes, a true story. I once had a student tell me she did not have time for the textbook reading assignment.
I return to the premise of my post. I see two problems: people who make educational policy are products of the institutions they are destroying, and two, those people with little more than BA/BS are not listening to how ridiculous their ideas are nor examining the downstream effects of their choices. In other words, they may not have measurable critical-thinking skills.
As we move more and more towards the precipice of Standardized Testing in Higher Education, critical-thinking skills developed from a truly liberal arts education will gradually evaporate. As more graduates of Higher Education Standardized Testing filter into public policy, fewer people who appreciate knowledge and wisdom will hold positions of power. Some people will be able to afford real liberal arts education, though. I envision a developing caste-like system of educated people: a large body of like-minded but intellectually stunted people representing the by-products of Standardized Testing, and a few people capable of analytical thought and intellectual pursuits, yet viewed as elitists and unrealistic.
My fears are already being realized, though. Attacks, mostly by the uneducated and the GOP, upon higher education and education, in general, are on the rise. States slash higher education budgets, hurting one of the few national economies which pays dividends, and for which the United States is currently respected. The respect of a U.S. education is changing, though. The density of U.S.-educated foreign nationals is increasing, and these educated people are returning to their home countries, thereby raising the local, regional, and national educational standards. While a U.S. diploma has instant cache abroad, the respect of the conferred U.S. degree is diminishing as the world looks on and witnesses the scuttling of the U.S. educational system by the blind, the ignorant, the fearful, and the uninspired.
When we argue about Educational Policy we are arguing with other supposed educated people about paths to follow which result in more educated adults. People with educations are then the problem, right? I do not mean to say "people with education degrees are the problem;" I mean people responsible for evaluating, analyzing, creating and implementing education policy are the problem.
The fact educated people are at the root of our educational problems bothers me greatly. Seriously. How can educated people, people with BA/BS degrees, perhaps Master's, or even Ph.D's, be responsible for damaging an educational system from which they are the product? The illogic of educated people damaging education baffles me.
Currently, Congress is debating continuation of low student loan interest rates [washpostlink]. Continuing low student loan interest rates should be a no-brainer and not worthy of debate. But, educated people argue with other educated people about the benefits and costs of student loans. Do these people remember their loans? Were they at all grateful for the loans? Do they understand the costs of college even at local community colleges and regional universities? Or, did opponents of student loans even have student loans? How did he/she pay for an education?
Watching C-Span, I am struck by the shear obtuseness of our Congresspeople. How soon they forget the benefits and experiences of their college life. Did he/she even pay attention? Did they really receive an education, or did he/she merely jump through the hoops of coursework and for their perseverance were awarded BA/BS degree? And, now, comfortable with their election - no, their 'elevation' to public office, are now confident in their role as a public policy leader.
In a recent Chronicle Review, a supplement to the Chronicle of Higher Education, dated March 2, 2012, professor Andrew Delbanco wrote "College At Risk." A wonderful, eloquent piece striking to the heart of the fate of Higher Education, as the Educated seek to push NCLB-type standardized testing into the hallowed halls of colleges and universities, potentially resulting in the newly graduated receiving less "learning."
How can the newly graduated be receiving less education?
Standardized testing is essentially a box. Faculty set "learning objectives" based on criteria determined either through in-house focus groups, or using a set of Federally-derived criteria. Then, faculty are obligated to teach to the criteria, assess students on their absorption of knowledge, and evaluate teaching modes and methods.
Nothing is wrong with evaluating teaching modes. Faculty should always be on the lookout for new, different, and interesting pedagogical tools. Teaching should be fun, interesting, enlightening, and focused on challenging students perceptions and tearing-down and building-up their knowledge.
Teaching-To-A-Test is nothing but teaching to a test. Assessments truly only test a student's ability to take an assessment. Standardized tests do not effectively evaluate a student's creativity, wisdom, or wit. Furthermore, the Real World rarely comes in standardized packages. People need to be able to synthesize a variety of data from which real world decisions are made. Teaching to a standardized test in no way can prepare a student for handling real world situations. Thus, a student can perform very well on standardized tests yet not be prepared for either college/university or life after high school/college/university. The words above are mine, my sentiments, but Dr. Delbanco pretty much says the same thing:
"...we need to keep in mind that standardized test-at least those that exist today-are simply incapable of measuring the qualities that should be the fruits of a true liberal arts education: creativity, wisdom, humility, and insight into ethical as well as empirical questions."
Dr. Delbanco makes many great points. I won't cover all here simply because I don't want to get myself in trouble with re-creating Chronicle of Higher Education material.
Dr. Delbanco states
"...there is mounting evidence the law [NCLB] has had little positive effect, while driving "soft" subjects such as art and music to the margins or out of the curriculum altogether.
Standardized test are major problems for a couple reasons. They do not adequately measure teaching or learning. Creativity fostering classes like art and music are eliminated. Another casualty from Standardized Testing is physical education. I remember a minimum of two recesses while in elementary school. I also had gym class. We learned games, tumbling, and general physical fitness. Many behavioral problems found in elementary have a simple solution - exercise. Yet, we have educated adults arguing against longer school days which would allow additional "soft" subjects and more exercise. Arts, music, and exercise have well-documented positive correlations with learning.
Why don't educated people recognize the damage they leave in their wake?
Dr. Delbanco may have an answer to my question.
"...student tend to arrive in college already largely formed in their habits and attitudes...preoccupied with the struggles of adulthood: finding or keeping a job, making or saving a marriage, doing right by their children."
Especially in the community college environment, with both kids straight from high school and adults back in school, Dr. Delbanco's statement is absolutely factual. Students often grouse about homework; even if reading a chapter of the course textbook is the only assignment, students complain the assignment is too much. Yes, a true story. I once had a student tell me she did not have time for the textbook reading assignment.
"I have 1,2,3 kids and I have to have my mother/babysitter/mother-in-law watch them while I'm in school. I have to keep my GPA up so I can keep my food stamps/health insurance. I work part-time, too, and I am active in church."
I return to the premise of my post. I see two problems: people who make educational policy are products of the institutions they are destroying, and two, those people with little more than BA/BS are not listening to how ridiculous their ideas are nor examining the downstream effects of their choices. In other words, they may not have measurable critical-thinking skills.
As we move more and more towards the precipice of Standardized Testing in Higher Education, critical-thinking skills developed from a truly liberal arts education will gradually evaporate. As more graduates of Higher Education Standardized Testing filter into public policy, fewer people who appreciate knowledge and wisdom will hold positions of power. Some people will be able to afford real liberal arts education, though. I envision a developing caste-like system of educated people: a large body of like-minded but intellectually stunted people representing the by-products of Standardized Testing, and a few people capable of analytical thought and intellectual pursuits, yet viewed as elitists and unrealistic.
My fears are already being realized, though. Attacks, mostly by the uneducated and the GOP, upon higher education and education, in general, are on the rise. States slash higher education budgets, hurting one of the few national economies which pays dividends, and for which the United States is currently respected. The respect of a U.S. education is changing, though. The density of U.S.-educated foreign nationals is increasing, and these educated people are returning to their home countries, thereby raising the local, regional, and national educational standards. While a U.S. diploma has instant cache abroad, the respect of the conferred U.S. degree is diminishing as the world looks on and witnesses the scuttling of the U.S. educational system by the blind, the ignorant, the fearful, and the uninspired.
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